Senior Technician

Description

Job Summary: This position corresponds to the exercise of functions within the Senior Technician in Speech-Language Therapy career, with technical responsibility and autonomy, in an educational context. Key Highlights: 1. Consultative, research, planning, and evaluation functions. 2. Speech-language therapy intervention for students with specific needs. 3. Support for the development of communicative and linguistic competencies. **Offer Code:**OE202606/0170 **Offer Type:**Standard Competitive Recruitment Procedure **Status:**Active **Organizational Level:**Ministry of Education, Science and Innovation **Department/Service:**General Serpa Pinto School Cluster, Cinfães (General Serpa Pinto Basic School, Cinfães \- Headquarters) **Employment Contract:**Indefinite-term Contract for Public Functions (CTFP) **Work Regime:**General Careers **Career:**Senior Technician **Category:**Senior Technician **Complexity Level:**3 **Remuneration:**1449.15 **Monthly Supplement:**0.00 EUR **Job Description:**The position to be filled corresponds to the exercise of functions within the Senior Technician career/category, with functional complexity level 3, as described in the Annex referred to in Article 88\.º, No. 2 of the LTFP, combined with the professional profile of a Senior Technician in Speech-Language Therapy, provided by AGSE: a) Consultative, research, planning, programming, evaluation, and application of technical and/or scientific methods and processes that underpin and prepare decision-making; b) Autonomous or group-based preparation of opinions and projects of varying complexity, and execution of other general or specialized support activities in common, instrumental, and operational areas of activity of departments and services; c) Functions performed with technical responsibility and autonomy, even when operating under qualified higher-level supervision; d) Representation of the department or service on matters within the specialist’s field, making technical decisions framed by directives or higher-level guidance; e) Conducting assessment, identification, prevention, intervention, and follow-up in the field of speech-language therapy for human communication disorders, particularly in the domains of oral and written language, speech, voice, fluency, nonverbal communication, and swallowing, within an educational context; f) Promoting the development of students’ communicative, linguistic, and interactive competencies as facilitators of curriculum access, educational success, social participation, autonomy, and well-being; g) Intervention with students having specific communication, language, speech, voice, fluency, or swallowing needs, as well as with students requiring learning and inclusion support measures; h) Planning, development, implementation, monitoring, and evaluation of individualized or small-group speech-language therapy intervention programs or plans, appropriately tailored to students’ needs and learning contexts; i) Supporting the use of augmentative and alternative communication systems and other communication aids, where applicable, promoting students’ participation in school activities and diverse educational contexts; j) Promoting communicative and linguistic competencies that facilitate learning, social interaction, classroom participation, and students’ communicative autonomy; k) Guidance for teachers, parents, and families regarding communication strategies, language stimulation, and communicative competencies; l) Preparation of technical reports, specialized opinions, and technical contributions to planning and intervention monitoring documents, including technical-pedagogical reports; m) Coordination with the Multidisciplinary Team for Inclusive Education Support, as the technician directly intervening with the student, collaborating in the identification, implementation, monitoring, and evaluation of learning and inclusion support measures; n) Interdisciplinary collaboration with teachers, psychologists, therapists, specialized technicians, health services, and other relevant partners, respecting applicable legal, technical, ethical, professional confidentiality, and data protection standards; o) Analysis of the relationship among communicative and linguistic competencies, cognitive development, school participation, and academic performance, aiming to align speech-language therapy intervention with the educational context. **Workplace** **Number of Positions** **Address** **Locality** **Postal Code** **District** **Municipality** General Serpa Pinto School Cluster, Cinfães (General Serpa Pinto Basic School, Cinfães \- Headquarters) 1 Rua Capitão Salgueiro Maia Sequeiro Longo 4690047 CINFÃES Viseu Cinfães **Total Number of Positions:**1 **Quota for Persons with Disabilities:**0